Abstract
Background/Aims: The Objective Structured Clinical Examination (OSCE) has an established history of assessing clinical competence for medical and allied healthcare professionals. No research has investigated the use of the OSCE within speech and language therapy undergraduate education. This study aimed to evaluate undergraduate speech and language therapy students’ perceptions of the OSCE and to determine if perceptions differed depending on stage of undergraduate education. Methods: An online survey was distributed to second- and final-year students in a 4-year undergraduate speech and language therapy university programme after completing an OSCE. Quantitative survey data were analysed descriptively and statistically using Fisher’s exact tests. Thematic analysis was used to analyse narrative survey comments. Results: The response rate was 80%. The students perceived the OSCE to be a fair (95%) and meaningful way (97%) of assessing clinical competencies, which provided them with greater confidence for practice (91%). The OSCE was deemed to be less stressful than a written exam (65%). No significant differences were observed between second- and fourth-year students’ perceptions. Five major themes included clarity of expectations, time allocated, consistency between examiners, influence on student learning, and personal impact. Discussion: The survey findings suggest that undergraduate speech and language therapy students across different stages of education and different clinical contexts perceive the OSCE as a fair and meaningful assessment approach. This study provides initial evidence that the OSCE is suitable for assessing clinical competencies specific to the profession of speech and language therapist.
References
1.
CORU
. Speech and language therapist registration board: Criteria and standards of proficiency for education and training. 2014
. Dublin (Ire): CORU.2.
Verma
S
, Broers
T
, Paterson
M
, Schroder
C
, Medves
JM
, Morrison
C
. Core competencies: the next generation. Comparison of a common framework for multiple professions
. J Allied Health
. 2009
;38
(1
):47
–53
.
[PubMed]
0090-74213.
Lurie
SJ
. History and practice of competency-based assessment
. Med Educ
. 2012
Jan
;46
(1
):49
–57
.
[PubMed]
0308-01104.
McAllister
S
, Lincoln
M
, Ferguson
A
, McAllister
L
. A systematic program of research regarding the assessment of speech-language pathology competencies
. Int J Speech Lang Pathol
. 2011
Dec
;13
(6
):469
–79
.
[PubMed]
1754-95075.
Hancock
AB
, Brundage
SB
. Formative feedback, rubrics, and assessment of professional competency through a speech-language pathology graduate program
. J Allied Health
. 2010
;39
(2
):110
–9
.
[PubMed]
1945-404X6.
Khan
K
, Ramachandran
S
, Gaunt
K
, Pushkar
P
. The Objective Structured Clinical Examination (OSCE): AMME Guide No. 81. Part 1: An historical and theoretical perspective
. Med Teach
. 2013
;35
(9
):1437
–46
. 0142-159X7.
Hill
AE
, Davidson
BJ
, Theodoros
DG
. Speech-language pathology students’ perceptions of a standardised patient clinic
. J Allied Health
. 2013
;42
(2
):84
–91
.
[PubMed]
1945-404X8.
Hill
AE
, Davidson
BJ
, McAllister
S
, Wright
J
, Theodoros
DG
. Assessment of student competency in a simulated speech-language pathology clinical placement
. Int J Speech Lang Pathol
. 2014
Oct
;16
(5
):464
–75
.
[PubMed]
1754-95079.
Harden
RM
, Stevenson
M
, Downie
WW
, Wilson
GM
. Assessment of clinical competence using objective structured examination
. BMJ
. 1975
Feb
;1
(5955
):447
–51
.
[PubMed]
0007-144710.
Johnston
A
, Weeks
B
, Shuker
M
, Coyne
E
, Niall
H
, Mitchell
M
, et al. Nursing students’ perceptions of the objective structured clinical examination: an integrative review
. Clin Simul Nurs
. 2017
;13
(3
):127
–42
. 1876-139911.
Smith
V
, Muldoon
K
, Biesty
L
. The Objective Structured Clinical Examination (OSCE) as a strategy for assessing clinical competence in midwifery education in Ireland: a critical review
. Nurse Educ Pract
. 2012
Sep
;12
(5
):242
–7
.
[PubMed]
1471-595312.
Miller
GE
. The assessment of clinical skills/competence/performance
. Acad Med
. 1990
Sep
;65
(9
Suppl
):S63
–7
.
[PubMed]
1040-244613.
Harden
R
, Lilley
P
, Patricio
M
. The Definitive Guide to the OSCE: The Objective Structured Clinical Examination as a Performance Assessment
. Edinburgh, UK
: Elsevier
; 2015
.14.
Nulty
DD
, Mitchell
ML
, Jeffrey
CA
, Henderson
A
, Groves
M
. Best Practice Guidelines for use of OSCEs: maximising value for student learning
. Nurse Educ Today
. 2011
Feb
;31
(2
):145
–51
.
[PubMed]
0260-691715.
Roberts
C
, Newble
D
, Jolly
B
, Reed
M
, Hampton
K
. Assuring the quality of high-stakes undergraduate assessments of clinical competence
. Med Teach
. 2006
Sep
;28
(6
):535
–43
.
[PubMed]
0142-159X16.
Rushforth
HE
. Objective structured clinical examination (OSCE): review of literature and implications for nursing education
. Nurse Educ Today
. 2007
Jul
;27
(5
):481
–90
.
[PubMed]
0260-691717.
18.
Daniels
VJ
, Pugh
D
. Twelve tips for developing an OSCE that measures what you want
. Med Teach
. 2018
Dec
;40
(12
):1208
–13
.
[PubMed]
0142-159X19.
Cook
DA
, Brydges
R
, Ginsburg
S
, Hatala
R
. A contemporary approach to validity arguments: a practical guide to Kane’s framework
. Med Educ
. 2015
Jun
;49
(6
):560
–75
.
[PubMed]
0308-011020.
Barry
M
, Noonan
M
, Bradshaw
C
, Murphy-Tighe
S
. An exploration of student midwives’ experiences of the Objective Structured Clinical Examination assessment process
. Nurse Educ Today
. 2012
Aug
;32
(6
):690
–4
.
[PubMed]
0260-691721.
Branch
C
. An assessment of students’ performance and satisfaction with an OSCE early in an undergraduate pharmacy curriculum
. Curr Pharm Teach Learn
. 2014
;6
(1
):22
–31
. 1877-129722.
Brand
HS
, Schoonheim-Klein
M
. Is the OSCE more stressful? Examination anxiety and its consequences in different assessment methods in dental education
. Eur J Dent Educ
. 2009
Aug
;13
(3
):147
–53
.
[PubMed]
1396-588323.
McClemins
A
, Kenyon
C
, McLean
A
, Soltani
H
. Confidence and performance in Objective Structured Clinical Examination
. Br J Midwifery
. 2012
;20
(10
):746
–51
. 0969-490024.
Muldoon
K
, Biesty
L
, Smith
V
. ‘I found the OSCE very stressful’: student midwives’ attitudes towards an objective structured clinical examination (OSCE)
. Nurse Educ Today
. 2014
Mar
;34
(3
):468
–73
.
[PubMed]
0260-691725.
Pender
FT
, de Looy
AE
. The testing of clinical skills in dietetic students prior to entering clinical placement
. J Hum Nutr Diet
. 2004
Feb
;17
(1
):17
–24
.
[PubMed]
0952-387126.
Pugh
D
, Desjardins
I
, Eva
K
. How do formative objective structured clinical examinations drive learning? Analysis of residents’ perceptions
. Med Teach
. 2018
Jan
;40
(1
):45
–52
.
[PubMed]
0142-159X27.
Graham
R
, Zubiaurre Bitzer
LA
, Mensah
FM
, Anderson
OR
. Dental student perceptions of the educational value of a comprehensive, multidisciplinary OSCE
. J Dent Educ
. 2014
May
;78
(5
):694
–702
.
[PubMed]
1930-783728.
Abdeaziz
A
, Hany
M
, Atwa
H
, Talaat
W
, Hosny
S
. Development, implementation, and evaluation of an integrated Objective Structured Clinical Examination (OSCE) in primary health care settings within limited resources
. Med Teach
. 2016
;38
(3
):272
–9
.
[PubMed]
0142-159X29.
Jay
A
. Students’ perceptions of the OSCE: a valid assessment tool?
Br J Midwifery
. 2007
;15
(1
):32
–7
. 0969-490030.
Mitchell
ML
, Henderson
A
, Jeffrey
C
, Nulty
D
, Groves
M
, Kelly
M
, et al. Application of best practice guidelines for OSCEs-An Australian evaluation of their feasibility and value
. Nurse Educ Today
. 2015
May
;35
(5
):700
–5
.
[PubMed]
0260-691731.
Pierre
RB
, Wierenga
A
, Barton
M
, Branday
JM
, Christie
CD
. Student evaluation of an OSCE in paediatrics at the University of the West Indies, Jamaica
. BMC Med Educ
. 2004
Oct
;4
(22
):22
.
[PubMed]
1472-692032.
Ghouri
A
, Boachie
C
, McDowall
S
, Parle
J
, Ditchfield
CA
, McConnachie
A
, et al. Gaining an advantage by sitting an OSCE after your peers: A retrospective study
. Med Teach
. 2018
Nov
;40
(11
):1136
–42
.
[PubMed]
0142-159X33.
Momin
S
, Dost
S
, Master
B
, Najjar
A
, Jamshaid
F
, Haroon
U
, et al. Medical students’ perspective on success in OSCE by sitting after our peers. Response to: Gaining an advantage by sitting an OCSE after your peers: A retrospective study
. Med Teach
. 2018
;40
(11
):1194
–5
.
[PubMed]
0142-159X34.
Brosnan
M
, Evans
W
, Brosnan
E
, Brown
G
. Implementing objective structured clinical skills evaluation (OSCE) in nurse registration programmes in a centre in Ireland: a utilisation focused evaluation
. Nurse Educ Today
. 2006
Feb
;26
(2
):115
–22
.
[PubMed]
0260-691735.
Fidment
S
. The Objective Structured Clinical Examination (OSCE): A qualitative study exploring the healthcare student’s experience
. Student Engagement & Experience J.
2012
;1
(1
):1
–11
. 36.
Sarid
O
, Anson
O
, Bentov
Y
. Students’ reactions to three typical examinations in health sciences
. Adv Health Sci Educ Theory Pract
. 2005
Nov
;10
(4
):291
–302
.
[PubMed]
1382-499637.
Cioffi
J
. Clinical simulations: development and validation
. Nurse Educ Today
. 2001
Aug
;21
(6
):477
–86
.
[PubMed]
0260-691738.
Prabhu
A
, Smith
W
, Yurko
Y
, Acker
C
, Stefanidis
D
. Increased stress levels may explain the incomplete transfer of simulator-acquired skill to the operating room
. Surgery
. 2010
May
;147
(5
):640
–5
.
[PubMed]
0039-606039.
Zraick
RI
, Allen
RM
, Johnson
SB
. The use of standardized patients to teach and test interpersonal and communication skills with students in speech-language pathology
. Adv Health Sci Educ Theory Pract
. 2003
;8
(3
):237
–48
.
[PubMed]
1382-499640.
Khan
KZ
, Gaunt
K
, Ramachandran
S
, Pushkar
P
. The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part II: organisation & administration
. Med Teach
. 2013
Sep
;35
(9
):e1447
–63
.
[PubMed]
0142-159X41.
Patrício
MF
, Julião
M
, Fareleira
F
, Carneiro
AV
. Is the OSCE a feasible tool to assess competencies in undergraduate medical education?
Med Teach
. 2013
Jun
;35
(6
):503
–14
.
[PubMed]
0142-159X42.
Creswell
J
. A concise introduction to mixed methods research
. Thousand Oaks (CA)
: Sage
; 2015
.43.
Graham
R
, Zubiaurre Bitzer
LA
, Anderson
OR
. Reliability and predictive validity of a comprehensive preclinical OSCE in dental education
. J Dent Educ
. 2013
Feb
;77
(2
):161
–7
.
[PubMed]
1930-783744.
Hall
B
, Howard
K
. A synergistic approach: conducting mixed methods research with typological and systemic design considerations
. J Mixed Methods Res
. 2008
;2
(3
):248
–69
. 1558-689845.
Braun
V
, Clarke
V
. Using thematic analysis in psychology
. Qual Res Psychol
. 2006
;3
(2
):77
–101
. 1478-088746.
Joffe
H
. Thematic Analysis. In: Harper
D
, Thompson
A
, editors. Qualitative Research Methods in Mental Health and Psychotherapy: A Guide for Students and Practitioners
. Oxford
: Wiley-Blackwell
; 2012
. pp. 209
–21
.47.
Joffe
H
, Yardley
L
. Content and thematic analysis. In: Marks
D
, Yardley
L
, editors. Research Methods for Clinical and Health Psychology
. London
: Sage
; 2004
. pp. 56
–68
.48.
Braun
V
, Clarke
V
. Reflecting on reflexive thematic analysis
. Qual Res Sport Exerc Health
. 2019
;11
(4
):589
–97
. 2159-676X49.
Govaerts
MJ
, Van de Wiel
MW
, Schuwirth
LW
, Van der Vleuten
CP
, Muijtjens
AM
. Workplace-based assessment: raters’ performance theories and constructs
. Adv Health Sci Educ Theory Pract
. 2013
Aug
;18
(3
):375
–96
.
[PubMed]
1382-4996© 2020 S. Karger AG, Basel
2020
Copyright / Drug Dosage / Disclaimer
Copyright: All rights reserved. No part of this publication may be translated into other languages, reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, microcopying, or by any information storage and retrieval system, without permission in writing from the publisher.
Drug Dosage: The authors and the publisher have exerted every effort to ensure that drug selection and dosage set forth in this text are in accord with current recommendations and practice at the time of publication. However, in view of ongoing research, changes in government regulations, and the constant flow of information relating to drug therapy and drug reactions, the reader is urged to check the package insert for each drug for any changes in indications and dosage and for added warnings and precautions. This is particularly important when the recommended agent is a new and/or infrequently employed drug.
Disclaimer: The statements, opinions and data contained in this publication are solely those of the individual authors and contributors and not of the publishers and the editor(s). The appearance of advertisements or/and product references in the publication is not a warranty, endorsement, or approval of the products or services advertised or of their effectiveness, quality or safety. The publisher and the editor(s) disclaim responsibility for any injury to persons or property resulting from any ideas, methods, instructions or products referred to in the content or advertisements.
You do not currently have access to this content.
